The Role of the Private Sector in Training the Next Generation of Biomedical Scientists

Summarizes the proceedings of a conference to address the unique contribution that private funders can make in ensuring that appropriate and adequate training programs are available for basic and clinical research. Offers conclusions and recommendations

The Changing Academic Profession in the UK: Setting the Scene

This research report provides an initial analysis of issues being investigated in a current international study, the Changing Academic Profession, supported by Universities UK and other national higher education bodies. The research is examining the nature and extent of the changes experienced by the academic profession in recent years, the reasons for these changes and their consequences. The report introduces the international and institutional context for the research, including the expansion of higher education, growing demands from government and others, funding constraints, greater global competition and pressures to be more business-like. Academics themselves are becoming more internationalised, entrepreneurial and professionalised and their roles have diversified and often taken them away from their original disciplines towards new forms of identity and loyalty. Against this background, the report outlines current characteristics of the academic profession — ie those who teach and/or research — providing a profile of academics in the UK and describing some of the conditions of academic work. The report focuses on the three main themes being addressed by the study: relevance, internationalisation and management

The challenge of enterprise/innovation: a case study of a modern university

In the prevailing economic and political climate for Higher Education a greater emphasis has been placed on diversifying the funding base. The present study was undertaken between 2012 and 2014 and addressed the implementation of an approach to the transformation of one academic school in a medium-sized modern university in Wales to a more engaged enterprise culture. A multimethod investigation included a bi-lingual (English and Welsh) online survey of academic staff and yielded a 71% response rate (n = 45). The findings informed a series of in-depth interviews (n = 24) with a representative sample of those involved in enterprise work (support staff, managers, senior managers), and those who were not. The results provided the platform for the ‘S4E model’ for effective engagement with enterprise: (1) Strategic significance for Enterprise, (2) Support for Enterprise, (3) Synergy for Enterprise, and (4) Success for Enterprise. The outcomes of the research and the recommendations from it have potential to inform practice in other academic schools within the university and, in a wider context, within other Schools of Education regionally, nationally and internationally. Its original empirical exploration of enterprise within education studies is a significant contribution to that body of knowledge

Educational Policies for Integrating College Competencies and Workforce Needs

Explores the challenges of workforce development for a global economy in Brazil, Mongolia, Ukraine, and the United States, with a focus on basic skills development, internships, and the role of stakeholders. Recommends policy and curriculum changes

Innovative learning in action (ILIA) issue three: Employability, enterprise & entrepreneurship

The theme of the 3rd issue of ILIA is Employability, Enterprise and Entrepreneurship, reflecting the University of Salford’s Learning and Teaching Strategy and our Goal “To produce graduates with the skills, creativity, confidence and adaptability to succeed in the labour market and make a meaningful contribution to society”. The creativity, problem solving and change orientation this implies recognizes Salford’s distinctive strengths in this regard, and provides us with a conceptualization of employability which embraces enterprise and entrepreneurship, manifest in the form of selfemployment, but equally relevant to those working within organizations i.e. to intrapreneurship. The contributions to this edition provide us with examples of excellent practice demonstrating how practitioners at Salford have responded to the challenge of providing a quality learning experience for our students. Consideration of the papers and snapshots reveal how colleagues have embedded employability into teaching and learning and assessment strategies, and into frameworks of student support, in differing and innovative ways, across the institution. As this edition of ILIA goes to print work is underway to develop an Employability Policy and Strategy for the University. Designed to provide a coherent and progressive approach to Employability, Enterprise and Careers Education and Guidance, this Strategy will be able to build on the good practice evident both in this edition of ILIA and across the institution. ILIA therefore has once again provided us with a range of perspectives on a key area of curriculum design and development. It also has provided an opportunity to reflect on practice and student learning, to share experience and hopefully to identify future areas for collaboration